Higher Nationals in Computing

Unit 03: Professional Practice

ASSIGNMENT 1

Learner’s name: Tran Quang Hien

ID: GCS210109
Class: GCS1003A
Subject code: 1620
Assessor name: PHAN MINH TAM

Assignment due: Assignment submitted:

 ASSIGNMENT 1 FRONT SHEET

Qualification BTEC Level 5 HND Diploma in Computing

Unit number and title Unit 3: Professional Practice

Submission date Date Received 1st submission

Re-submission Date Date Received 2nd submission

Student Name Tran Quang Hien Student ID GCS210109

Class GCS1003A Assessor name Phan Minh Tam

Student declaration
I certify that the assignment submission is entirely my own work and I fully understand the consequences of plagiarism. I understand
that making a false declaration is a form of malpractice.

Student’s signature

Grading grid

P1 P2 P3 P4 M1 M2 M3 D1 D2
 Summative Feedback:  Resubmission Feedback:

Grade: Assessor Signature: Date:

Signature & Date:

 ASSIGNMENT 1 BRIEF

Qualification BTEC Level 5 HND Diploma in Computing

Unit number Unit 3: Professional Practice

Assignment title Planning an SDP Event

Academic Year 2022

Unit Tutor

Issue date 16th May 2022 Submission date

IV name and date

Submission format
Part 1: Requirements

The submission should be made in the form of a completed individual portfolio folder, which includes
all the tasks outlined in the Assignment Brief. Although this assignment requires collaborative work,
each student must submit an individual portfolio folder.

Part 1: Produce a five-day professional event schedule (using project management software) and WBS
(work breakdown structure) prior to the five-day development event that details planning and resource
allocation including the (Responsibility Assignment Matrix)

Part 2: Create a ten-minute PowerPoint presentation on 'team dynamics' that includes a presentation
and an activity sheet that requires delegates to participate in a team-building activity. (Maximum of
eight slides, including the introductory slide)

Part 3: A written evaluation of your performance in this task and your contribution to the team.

You are required to make use of headings, paragraphs, subsections, and illustrations as appropriate,
and all work must be supported with research and referenced using the Harvard referencing system.
The recommended word limit is 500–1,000 words, although you will not be penalized for exceeding the
total word limit.

Assignment Brief and Guidance

You have been tasked with the responsibility of overseeing the development of an e-commerce
solution for a Fortune 500 company. As a member of the development team, you will develop a plan,
basing on the SDP (software development plan) that will be distributed to internal employees and
stakeholders within the organization in which you work.

You will develop a professional plan for this upcoming project by simulating real-world events, meeting
locations, agendas, feasibility reports, and associated costs.

NOTE: “You do not carryout real meeting in the venue but must get actual quotes of prices and facilities
in real life.”

You are expected to conduct thorough research on venue costs, transportation costs (if the project
takes place outside of the city), and team member feeding and lodging.

Assuming you have an experienced team of designers and developers, the development process is
estimated to take no more than five days.

The following is a description of SDP.

The Software Development Plan (SDP) is a document that describes how a developer intends to
proceed with a software development effort. The SDP provides insight into and a tool for monitoring
software development processes to the acquirer. Additionally, it details the procedures to be
followed and the approach to be taken regarding each activity, organization, and resource. The
SDP's purpose is to communicate to team members and stakeholders how a program's software will
be developed and how a Program Manager will allocate direct resources.

Working in small groups (3-4 per group):

Part 1. Produce a professional event schedule (using project management software) and WBS (work breakdown
structure) prior to the five-day development event that details planning and resource allocation including the
(Responsibility Assignment Matrix)

Part 2. Create a ten-minute PowerPoint presentation on 'team dynamics' that includes a presentation
and an activity sheet that requires delegates to participate in a team-building activity. (Maximum of
eight slides, including the introductory slide)

Working individually:

Part 3 Produce a written team evaluation of the effectiveness and application of interpersonal skills
during the design and delivery process. You should also include a self-evaluation of your performance
in this project and your contribution to the team you worked in. Explain what skills and qualities you
gained from this project and what values you added to your development plan.

Identify the problems and produce a report discussing problem-solving and its importance in planning
and running a development event. Your essay should include a discussion of various problem-solving
techniques and justify the solution methodologies used during your project. You should also have a
critique of the application of critical

Part 3: Learning outcomes: LO1, LO2

Assessment Criteria

Pass Merit Distinction

LO1: Demonstrate a range of interpersonal and transferable communication skills to a target

audience

P1 Demonstrate the use of 3 M1 Design a professional D1 Evaluate the effectiveness

different communication style within schedule to support the and application of
your team. planning of an event, to interpersonal skills during the
Discuss the purpose of a Software include contingencies and design and delivery of a
Development with its objectives.
justifications of time training event.
allocated.
P2 Demonstrate that you have used
effective time management skills in
planning an event.

LO2 Apply critical reasoning and thinking to a range of problem-solving scenarios

P3 Demonstrate the use of different
problem-solving techniques in the
design and delivery of an event.
P4 Demonstrate that critical
reasoning has been applied to a
given solution.
M2 Research the use of D2 Critique the process of
different problem-solving applying critical reasoning to
a given task/activity or event.
techniques used in the
design and delivery of an
event.
M3 Justify the use and
application of a range of
solution methodologies.
 Table of Contents

I. Introduction........................................................................................................................................................... 1
II. Demonstrate, using different communication styles and formats, that you can effectively design and
deliver a training event for a given target audience (P1) ....................................................................................... 1
1. Definition and the importance of communication skills .............................................................................. 1
1.1 Definition of communication skills ............................................................................................................ 1
1.2 The importance of communication skills .................................................................................................. 1
1.3 Communication skills ................................................................................................................................. 1
1.4 How to improve communication skills? .................................................................................................... 3
1.5. Communicating effectively in the workplace .......................................................................................... 4
2. Verbal communication ..................................................................................................................................... 5
2.1 Definition of verbal communication.......................................................................................................... 5
2.2 Opening communication ............................................................................................................................ 5
2.3 Effective Speaking and Listening ............................................................................................................... 6
2.4 Reinforcement ............................................................................................................................................ 6
2.5 Questioning ................................................................................................................................................ 7
2.6 Reflecting and Clarifying ......................................................................................................................... 7
2.7 Closing communication ............................................................................................................................ 8
3. Non-verbal communication ............................................................................................................................. 8
3.1 Definition of non-verbal communication .................................................................................................. 8
3.2 The significance of Nonverbal Communication ........................................................................................ 8
3.3 Types of Non-Verbal Communication ....................................................................................................... 9
4. Communication in my group ......................................................................................................................... 11
III. Demonstrate that you have used effective time management skills in planning an event (P2) ................... 12
1. Definition and the importance of time management skills .......................................................................... 12
1.1 Definition .................................................................................................................................................. 12
1.2 The Importance of Time Management .................................................................................................... 12
2. Planning a training event (group work)......................................................................................................... 13
2.1 Name of the training event ...................................................................................................................... 13
2.2 Goal of the training event ........................................................................................................................ 13
2.3 Participants............................................................................................................................................... 13
2.4 Time .......................................................................................................................................................... 13
 2.5 Place.......................................................................................................................................................... 13
2.6 Agenda ...................................................................................................................................................... 13
2.7 GANTT chart ............................................................................................................................................. 14
2.8 Estimated Budget ..................................................................................................................................... 15
2.9 PowerPoint Slides for session .................................................................................................................. 15
2.10 Speaker Notes ........................................................................................................................................ 15
IV. Design a professional schedule to support the planning of an event, including contingencies and
justifications of time allocated. (M1) .................................................................................................................... 15
1. Design a professional schedule to support the planning of an event .......................................................... 15
2. Contingencies in event ................................................................................................................................... 17
V. Evaluate the effectiveness and application of interpersonal skills during the design and delivery of a
training event. (D1) ................................................................................................................................................ 18
1. Communicate in exchanges ........................................................................................................................... 18
2. Communicate while dealing with problems on a certain occasion .............................................................. 18
3. Communicate with participants .................................................................................................................... 19
VI. Demonstrate the use of different problem-solving techniques in the design and delivery of an event. (P3)
................................................................................................................................................................................ 19
1. Definition and the importance of problem-solving ...................................................................................... 19
1.1 Definition .................................................................................................................................................. 19
1.2 Importance of problem-solving skills ...................................................................................................... 19
2. Some techniques and tools for the problem solving .................................................................................... 19
2.1 I- Identify the Problem ............................................................................................................................. 20
2.2 D-Describe the outcome .......................................................................................................................... 20
2.3 E-Explore possible strategies ................................................................................................................... 20
2.4 A-Anticipate Outcomes & Act .................................................................................................................. 21
2.5 L-Look and Learn ...................................................................................................................................... 21
3. Problems and Solutions in the training event ............................................................................................... 21
3.1 The frantic pace of personnel planning ................................................................................................... 21
3.2 A distributed workforce ........................................................................................................................... 22
3.3 Different learning habits .......................................................................................................................... 22
3.4 Lack of commitment ................................................................................................................................ 23
3.5 Training that is not relevant .................................................................................................................... 23
3.6 Expenses, expenses, and expenses ......................................................................................................... 23
VII. Demonstrate that critical reasoning has been applied to a given solution. (P4) .......................................... 24
1. Definition and the importance of critical reasoning ..................................................................................... 24
 1.1 Definition .................................................................................................................................................. 24
1.2 The importance of critical reasoning ....................................................................................................... 24
2. Apply to a given solution ............................................................................................................................... 25
2.1 Evaluating Online Information ................................................................................................................ 25
2.2 Choosing a Career Path ............................................................................................................................ 25
VIII. Research the use of different problem-solving techniques used in the design and delivery of an event.
(M2) ........................................................................................................................................................................ 25
1. Critical thinking Technique ............................................................................................................................ 25
Identify the issue ............................................................................................................................................ 26
Explore Information and thoughts ................................................................................................................ 26
Select the best thought .................................................................................................................................. 27
Implement the thoughts ................................................................................................................................ 27
Evaluate the Outcome ................................................................................................................................... 27
2. The Drill Technique ........................................................................................................................................ 27
IX. Justify the use and application of a range of solution methodologies. (M3) ................................................. 27
1. SWOT Analysis ................................................................................................................................................ 28
1.1. Definition ................................................................................................................................................. 28
1.2 5 Whys? .................................................................................................................................................... 29
1.3 Six Thinking Hats ...................................................................................................................................... 30
1.4 The Six Step Problem Solving Model ....................................................................................................... 33
1.5 Root reason examination......................................................................................................................... 38
X. Critique the process of applying critical reasoning to a given task/activity or event. (D2) ............................ 40
XI. Performance evaluation ................................................................................................................................... 42
1. Team member’s roles (3 members): ............................................................................................................. 42
2. My contribution ............................................................................................................................................. 42
XII. Conclusion ........................................................................................................................................................ 42
 ASSIGNMENT 1 ANSWERS
I. Introduction
In this report, I'll show you how I and my partners used communication and organization to plan a
successful preparatory program event. In one's daily life, in work, and in one's relationships. I also
demonstrate time management tactics that I've used in the past when delivering a prepared event as well
as in everyday life. Then, in the planning and execution of an event, as well as in my own gathering, I'll
use a number of critical thinking techniques. Finally, I used fundamental deduction to solve a range of
problems in my daily life and to portray an event. By employing these procedures and adapting my
deduction into various expert practices and applying it to function with my group and give a planning
event, I will progress as a more expert.
II. Demonstrate, using different communication styles and formats, that you can effectively design
and deliver a training event for a given target audience (P1)
1. Definition and the importance of communication skills
1.1 Definition of communication skills
The ability to give and receive diverse types of information is referred to as communication skills. A
few choices include new ideas, thoughts, or a project update. Listening, speaking, watching, and
empathizing are examples of communication skills. Understanding how to communicate verbally, non-
verbally, and through face-to-face encounters, phone calls, digital communications like email and social
media, externally (using diagrams, outlines, and maps), and inwardly (using diagrams, outlines, and
maps) (non-verbal communication, signals, pitch of voice, and tone).

Figure 1: Communication skills

Source: https://entrepreneurhandbook.co.uk/ways-to-develop-communication-skills-and-why-they-are-important/
1.2 The importance of communication skills
Communication skills are required to communicate effectively with a diverse range of people while
maintaining excellent eye contact, demonstrating a diverse vocabulary and adapting language to
audiences, listening well, conveying ideas appropriately, writing clearly and succinctly, and working
well in a group. Oral and written communication skills consistently rank among the top ten most desired
skills in employer surveys. Employees are frequently encouraged to take online courses or attend in-
person training to improve their presentation and communication skills.
1.3 Communication skills
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To become a better communicator, you can learn and practice a variety of communication skills.
Because so many of these skills interact, it's crucial to practice communication skills in a variety of
settings whenever possible.

Figure 2: Essential Communication Skill

Source: https://www.thebalancecareers.com/communication-skills-list-2063779
1.3.1 Listening
Paying close attention to the person who is speaking to you is defined as active listening. Active
listeners are well-liked by their coworkers because of the attention and respect they show others. Even
though it appears to be a simple skill, it can be difficult to master and improve. Focusing on the speaker,
avoiding distractions such as cell phones, computers, or other work, and anticipating questions,
comments, or suggestions to respond meaningfully are all ways to be an engaged listener.
1.3.2 Friendliness
Friendships are frequently based on characteristics such as honesty and kindness. The same qualities are
important in working relationships. When interacting with others, maintain a pleasant demeanor, keep
an open mind, and ask questions to better understand their perspectives. Small gestures such as asking
how someone is doing, smiling while they speak, or complimenting them on a job well done can go a
long way toward helping you build effective relationships with coworkers and bosses.
1.3.3 Open-mindedness
A skilled communicator should approach each topic with an open and flexible mindset. Rather than just
getting your message across, be willing to listen to and understand the other person's point of view.
You'll be able to have more honest and constructive discussions if you're willing to debate, even with
those with whom you disagree.
1.3.4 Feedback
Giving and receiving appropriate feedback is a crucial communication skill. Managers and supervisors
should be on the lookout for new ways to give their employees constructive feedback, whether via
email, phone calls, or weekly status reports. Giving praise and providing feedback can significantly
increase motivation. "Excellent work" or "thanks for taking care of things," for example, can go a long
way with an employee. You should also be able to accept, if not welcome, the opinions of others. Listen
to what others have to say, ask clarifying questions if you have any doubts, and try to put what you've
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learned into practice.
1.3.5 Confidence
It's crucial to be certain about how you'll work with others. Confidence shows your coworkers that you
believe in what you're saying and plan to follow through. It could be as simple as being visibly engaged
or using a forceful yet polite tone to exude confidence. Avoid using phrases that sound like questions.
Obviously, don't come across as arrogant or pushy. Make sure you're always aware of and identify with
the other person.
1.3.6 Non-verbal communication
Eye contact, facial expressions, gestures, and other nonverbal cues are examples of nonverbal
communication. Warmth, acceptance, and openness are all conveyed by smiling when greeting
someone. Nonverbal communication is used by everyone all the time, whether they realize it or not.
Nonverbal communication relies on seeing and understanding physical motions, as opposed to verbal
communication, which uses language to convey information through written text, speech, or sign
language.
1.3.7 Empathy
Empathy is the ability to understand and share another's feelings. This communication ability works
well in both group and one-on-one situations. In all situations, you must be aware of other people's
emotions and respond appropriately. Empathy, for example, can help you recognize and diffuse
someone's rage or irritation. Recognizing when someone is enthusiastic and upbeat can help you gain
support for your ideas and projects at the same time.
1.3.8 Clearness and Concision
The key to effective communication is to say just enough; don't say too much or too little. Say exactly
what you want, whether in person, on the phone, or via email. If you keep talking, the audience will
either tune you out or become confused about what you want. Before you say anything, think about
what you're going to say; this will help you avoid talking too much and confusing your audience.
1.3.9 Respect
Knowing when to initiate contact and when to respond is a crucial part of showing respect. In a team or
group situation, allowing people to talk without interruption is seen as a crucial communication skill.
Respectfully communicating also means staying on topic, asking clear questions, and responding
thoroughly to any questions posed to you.
1.3.10 Picking the Right Medium
A crucial correspondence skill is knowing which type of letter to use. Some actual talks, such as
layoffs, capitulation, and compensation adjustments, are often better-conducted face to face. You
should also think about the person you're communicating with; if they're extremely busy (like your
boss), you should send them an email. Individuals will recognize the value of your clever
communication techniques and will undoubtedly respond favorably to you.
1.4 How to improve communication skills?
1.4.1 Listening
You must first become a good listener before you can become a good communicator. It is critical to pay
complete attention to what others are saying and to clarify any uncertainty by rephrasing their questions
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for more prominence.
1.4.2 Open-mindedness
When you can't help but disagree with what another person has to say, whether it's in business, with a
colleague, or with a friend, it's important to try to understand their point of view rather than just trying
to prove yourself. Take into account other people's perspectives and never dismiss those who disagree
with you.
1.4.3 Confidence
Be careful what you say in your correspondence and collaborate with others. All you need to be certain
is to stay in touch, maintain a relaxed body posture, and communicate clearly. Don't use terms that
sound like questions, and don't be pushy or dismissive.
1.4.4 Non-verbal communication
Nonverbal communication strategies such as eye contact, hand gestures, and voice tone are essential
when talking with people. By adopting a relaxed body posture and speaking in a pleasant tone, you can
appear approachable to others. Maintaining eye contact is critical in correspondence; look the person in
the eyes without blinking to demonstrate that you are fully engaged in the conversation. However, avoid
staring at the person because it may make them feel uncomfortable.
1.4.5 Conciseness
Send your message as quickly as possible. Reduce the number of words used and get straight to the
point. If you roam aimlessly, the audience will tune out or be confused about what you're talking about.
Excessive vocabulary, as well as terms that could be confusing to the listener, should be avoided.
1.4.6 Respect
Recognizing what others need to say as well as convey is an important aspect of correspondence. It
could be as simple as concentrating on what they need to say, saying the person's name, and remaining
aware of their surroundings. You will make the other person feel appreciated if you think about them,
resulting in a more fair and beneficial dialogue.
1.4.7 Using the Right Medium
There are many different methods of communication to choose from, and deciding which one is best is
vital. Important issues (cutbacks, wage changes, etc.) should be communicated in person rather than by
email.
1.5. Communicating effectively in the workplace
While you'll employ a few relational skills in different scenarios, there are a few methods you can
communicate effectively at work:
1.5.1 Be Clear and Concise
Making your material as simple to understand as possible reduces the chance of making incorrect
assumptions, speeds up processes, and aids individuals in better understanding your aims. Rather than
speaking in nitty-gritty phrases that you've been utilizing for a long time, focus on reducing your
message to its core significance. While providing context is useful, it is best to present only the most
important facts while seeking to convey your point of view, advice, or message.
1.5.2 Practice compassion

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Understanding your coworker's feelings, emotions, and goals can help you communicate more
effectively with them. To get a project started, for example, you may need help from a variety of
departments. If they are unable to help or have reservations, using compassion can help you position
your message in a way that addresses their concerns.
1.5.3 Assert Yourself
Whether you're requesting a raise, seeking for project openings, or opposing an idea you don't believe is
useful, you'll often need to be assertive to achieve your objectives. While delivering clarity is a vital
element of your profession, you should always be aware of your surroundings during interactions.
Maintaining a consistent tone and presenting solid justifications for your assertions might assist people
in responding to your ideas.
1.5.4 Be Calm and Consistent
It's difficult to inject emotion into your conversations when there's a disagreement or struggle. It's
crucial to fight the urge to panic when communicating with coworkers. Avoid folding your arms or
pretending to be in pain by being aware of your nonverbal communication. Maintaining consistent
nonverbal communication and a neutral tone of voice will aid you in reaching a peaceful and beneficial
agreement.
1.5.5 Use and read body language
Nonverbal communication is an important part of working relationships. Pay attention to the messages
that people send through their movements and appearances. You should also consider how you may be
communicating with your nonverbal communication (intentionally or unintentionally).
2. Verbal communication
2.1 Definition of verbal communication
Oral correspondence in which the message is passed on by expressed words is known as verbal
correspondence. Compelling verbal relational abilities need more than basically talking. The
conveyance and gathering of messages are both covered by verbal correspondence.

Figure 3: Verbal communication

Source: https://www.dreamstime.com/verbal-communication-word-cloud-wordcloud-made-text-image130856018
2.2 Opening communication
The initial couple of moments of a relationship are vital much of the time. First impressions altogether
affect the progress of ensuing and future contact. At the point when you initially meet somebody, you
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structure a quick impression of them in light of what they look like, sound, and act, as well as what
you've found out about them from others.
At the very least, this initial emotion will guide your subsequent correspondences. At the point when
you meet somebody and hear them talk, for instance, you make a judgment about their experience and
logical degree of limit and cognizance. It's possible that this will influence what you say. If you receive
an unexpected compliment, for example, you can decide to use more direct words. You may also notice
that you need to pay closer attention to ensure that you comprehend what they're saying.
Of course, you have the option to change your mind later. You should try to 'update' your rationale as
you learn more about your contact or grow more familiar with them.
2.3 Effective Speaking and Listening
2.3.1 Effective Speaking
There are three primary areas to consider: the words you choose, how you utter them, and how you
integrate them with nonverbal communication. All of these aspects have an impact on how your
message is delivered as well as how your audience receives and interprets it.
It's critical to think about the words you use carefully. In any event, when investigating a similar
subject, you'll almost certainly have to utilize different terms in different scenarios. What you say to a
close buddy, for example, will be significantly different from how you convey a topic to a large group.
The way you speak, as well as the speed at which you speak, are all important aspects of how you
communicate. These, like nonverbal communication, send important messages to your audience, such
as your level of concentration and responsibility, or whether you are concerned about their response.
2.3.2 Active listening
When we communicate, we spend far more time planning what we will say than listening to the person
next to us. For acceptable verbal communication, effective listening is required. There are several
approaches you can use to improve your listening skills. The following are some examples:
•Make a mental note to tune in. Instead of thinking about how you'll respond, focus on the speaker.
•Avoid making assumptions about the speaker by keeping an open mind.
•Pay close attention to the speaker's main point. Make an effort to see both the big picture of what
they're trying to say and the specifics of the words they're using.
•If at all possible, interruptions should be avoided. If there is a lot of foundation commotion, for
example, you could suggest meeting somewhere else to talk.
•Retain your objectivity.
•Do not try to come up with a follow-up question while the other person is giving you information.
•Do not place an excessive amount of emphasis on a few points at the expense of others. Make the most
of the big picture and all of the data you have.
•Don't make broad generalizations about the speaker. Make every effort to avoid prejudices based on
sexual orientation, nationality, accent, socioeconomic status, appearance, or attire.
2.4 Reinforcement
Support is expressed through the use of strong words combined with nonverbal signals such as head
gestures, a warm glance, and maintaining contact. All of this contributes to the formation of affinity and
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is certain to make others more receptive. Encouragement and positive remarks can be used to:
•Encourage people to engage in discussion (particularly while working in groups).
•Exhibit an interest in what other people have to say.
•Save the road for future progress or prospective relationship assistance.
•Assuage worries and provide comfort.
•Exhibit warmth and transparency in ourselves and others, and decrease shyness or apprehension.
2.5 Questioning
The whole course of social occasion data from individuals on unambiguous issues is alluded to as
tending to. Addressing is an important strategy for resolving ambiguous situations or putting your
agreement to the test. It may also enable you to ask for particular assistance from others. Addressing
can be used to start a conversation, entice someone into one, or simply express interest on a more
informal level. As a result, effective addressing is an essential component of oral communication.
We have two types of research:
2.5.1 Open questions
Open questions necessitate further deliberation and development. As a result, the range of possible
replies is expanded. They consist of, for example,
"How was the traffic today?"
"How do you think you'd like to come away from this conversation?"
Open questions take longer to answer, but they give the other person a lot more room to express
themselves and encourage association in the conversation.
2.5.2 Closed questions
Closed questions usually only require a two-word answer (usually a simple 'yes' or 'no'). The severity of
the response is then limited. Two examples of closed inquiries are as follows:
"Did you travel today by car?" and
"Did you see the football game yesterday?"
These kinds of inquiries assist the analyst with monitoring the correspondence. When seeking to
encourage verbal communication, this is usually not the ideal outcome, so many individuals try to focus
on using open queries more frequently. Closed questions can help to focus a discourse and generate
precise, concise responses when they're needed.
2.6 Reflecting and Clarifying
Reflection is the process of communicating to another person your understanding of what has been
spoken. Reflecting is a particular ability that is usually used in directing, yet it can likewise be applied
to an assortment of different circumstances and is an important expertise to procure.
Regularly reflecting means paraphrasing the speaker's message in your own words. You must strive to
grasp the essence of the current situation and thoughts presented, and then agree with the speaker.
Because of the following, it is an important skill:
• You can see that you fathomed the message totally.
• After receiving feedback on how the message was received, the speaker is given the opportunity to
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make sense of it or expand on it at any time.
• It shows that you are keen on and care about what the other individual needs to say.
• You're showing that you're contemplating what the other individual is talking about.
2.7 Closing communication
To some extent, the manner in which communication is concluded or completed determines how a
dispute is remembered. When people finish a conversation, they employ both oral and nonverbal
indicators. In verbal signals, for instance, expressions can be incorporated.
"Indeed, I should get started," she says, and "thank you so much; that is extremely useful."
Beginning to avoid eye contact, getting up, dismissing, or behaviors such as gazing at a watch or
closing scratch pads or books are all nonverbal effects. The initiator's nonverbal gestures indicate to the
next person that he or she wants to end the conversation.
People much of the time use a blend of these, albeit nonverbal prompts, especially eye to eye, which is
typically quick to be utilized. While talking via telephone, semantic signs are clearly significant.
In the event that you end an organization excessively fast, the other individual will be unable to 'adjust'
to what the individual being referred to is talking about, so ensure there is a decent chance to turn things
up. The finish of a coordinated effort is an incredible second to concoct new gaming ideas. At long last,
this stage will in all likelihood be set apart by a scope of socially OK detachment markers.
3. Non-verbal communication
3.1 Definition of non-verbal communication

Figure 4: Non-verbal communication

Source: https://lauracrambspeechtherapyinc.co.za/non-verbal-communication/\
Nonverbal correspondence includes things like facial expressions, voice tone and pitch, nonverbal
correspondence (kinesics), and genuine distance between communicators (proxemics).
These nonverbal prompts can provide ideas, supporting data, and significance that extends beyond
spoken (verbal) communication. In fact, some studies claim that nonverbal communication accounts for
70 to 80 percent of all communication!
3.2 The significance of Nonverbal Communication
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3.2.1 Reinforce or change what is said in words
While answering "Yes," for instance, individuals might make a strong head motion for a movement to
underline that they concur with the other individual. When saying "I'm OK, much obliged," a shrug of
the shoulders and a weak articulation may imply that things aren't going well!
3.2.2 Convey data about their passionate state
Even if you haven't said a single word, your appearance, speaking style, and nonverbal communication
can often reveal how you are feeling. Consider how many times you've said to someone:
"Is it safe to say you're all right? You appear to have clenched your fists."
Based on nonverbal communication, we can infer how others are feeling.
3.2.3 Define or build up the connection between individuals
You may have noticed that when two people are seated and conversing, they reflect each other's
nonverbal communication. In similar situations, they stand tall on their hands, grin, and then proceed to
confront each other more forcefully. These developments strengthen their bond by increasing their
compatibility and making them feel closer.
3.2.4 Provide input to the next individual
Grins and hand gestures show you're paying attention and agreeing with what they're saying. Hand
gestures and development may indicate a desire to speak. These fundamental signs convey information
in a subtle but clear manner.
3.2.5 Regulate the progression of correspondence
We use a variety of cues to indicate to others that we have finished speaking or that we want to speak.
A serious gesture and a hard closing of the lips, for example, indicate that we don't have anything else
to say. When you make eye contact with a group's seat and make a small gesture, you're indicating that
you want to speak.
3.3 Types of Non-Verbal Communication
Nonverbal communication comes in a variety of forms. The following are the details:
•Stance is the way you stand or sit, regardless of whether your arms are crossed or not...

Figure 5: Stance
Source: https://www.dreamstime.com/two-business-person-stand-talk-businessman-conversation-communication-employee-
people-suit-isolated-vector-cartoon-image146217358
•Body movements (kinesics), for instance, hand movements, waving, or shaking the head, are every

Page |9
now and again the most straightforward part of nonverbal correspondence to make due.

Figure 6: Body movements

Source: https://www.istockphoto.com/vi/h%C3%ACnh-minh-h%E1%BB%8Da/shaking-head
•Eye to eye connection, where the level of eye-to-eye association commonly decides the degree of trust
and steadfastness.

Figure 7: Eye contact

Source: https://medium.com/swlh/eye-contact-a-primal-force-in-business-d15f4b86449f
•Pitch, tone, and talking pace are instances of para-language, or parts of the voice that are disconnected
from discourse.
•Closeness or individual space (proxemics), which decides the level of closeness and fluctuates
incredibly relying upon culture;

Figure 8: Individual space

Source: http://psychology.iresearchnet.com/social-psychology/self/personal-space/
•Smiling, scowling, and squinting are instances of facial enunciations that are incredibly hard to
intentionally control. Shockingly, the tremendous articulations that convey strong feelings like fear,
anger, and fulfillment are viewed as the whole way across the world.

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 Figure 9: Smiling
Source: https://www.verywellmind.com/top-nonverbal-communication-tips-2795400
•Physiological changes, for instance, you might sweat or squint more when you are restless, and your
heartbeat may likewise rise. These are almost difficult to control intentionally and, therefore, are a
significant mark of mental state.
4. Communication in my group

Figure 10: Group Communication

Source: https://www.mbaknol.com/business-communication/introduction-to-group-communication/
We utilize the two methods of communication while functioning collectively. It has both verbal and
nonverbal components. In our teamwork, written communication has been utilized in the accompanying
ways: making undeniable level reports, bunch informing to declare bunch work timetables, and
checking huge data during bunch work. It empowers us to store the results of cooperation
advantageously. Subsequently, it makes it simpler for individuals to monitor the gathering's turn of
events.

We basically consistently utilized group verbal communication. We use words to impart

contemplations, perspectives, and thoughts to each other. It permits us to share thoughts all the more
P a g e | 11
effectively and saves time. Besides, it helps colleagues better comprehend each other, permitting the
gathering to work all the more effectively and productively. Besides, verbal correspondence helps with
the evasion of misguided judgments at work and the decrease of group debates.

In my gathering, the advantages of verbal correspondence are as per the following:

• It decreases how much time enjoyed chatting with individuals. Ly Nguyen (leader) frequently talks
with different individuals obviously to assist them with figuring out the data so they compelling reason
need to ask once more.
• This is a reliable method of correspondence.
• It's versatile, productive, and saves time.

In my gathering, the downsides of verbal communication are as per the following:

• Feelings are apparent in the discourse, which could prompt conflicts among the members.
• A few individuals may not totally handle the data because of the topography and voice quality.
• The audience might neglect in the event that you don't save.
• It was challenging to talk verbally with somebody who was absent.

In my gathering, the advantages of nonverbal communication are as per the following:

• Integral significance of an assertion to explain it. When matched with verbal, it helps bunch
individuals in seeing faster.
• It can supplant verbal signals, like messages, to assist with absenting individuals from the discussion
and know where they are in the discussion, or it can utilize motions, like finger developments, to tell
individuals what segment they are designated to.
• Can be utilized to feature the meaning of an expression by talking gradually and obviously.
• Make the individual show stick out and more interesting to different individuals. In my gathering, the
downsides of nonverbal communication are as per the following:
• Activities may be cloudy and loose on occasion.
• Make flags that are unnecessary.
• A few motions might create social difficulty.
III. Demonstrate that you have used effective time management skills in planning an event (P2)
1. Definition and the importance of time management skills
1.1 Definition
Your ability to use your time wisely and efficiently is referred to as time management. It's also known
as the capacity to set aside time to do chores without feeling rushed. It looks to be simple, but it is far
more intricate than it appears. The fundamentals that underpin excellent time management are discussed
in this article.
1.2 The Importance of Time Management

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Time management skills are essential since few, if any, of us ever have enough time to finish everything
that is required of us or that we desire to do.
Time management is defined as the ability to spend your time effectively and efficiently—but what if
you're working as efficiently as possible but still can't complete all of your tasks? Time management is
best thought of as a combination of productive labor and time prioritizing.
To put it another way, those who are good at managing their time are also good at getting things done.
They are, on the other hand, better at prioritizing and identifying what genuinely has to be done— and
then rejecting the rest.
2. Planning a training event (group work)
2.1 Name of the training event
The project will be focusing on e-commerce, it is named “E-commerce Training”.
2.2 Goal of the training event
The training program will give the new Greenwich University students knowledge on:
• E-commerce
• Communication skills
• Improve, expand knowledge about e-commerce
2.3 Participants
First-year IT students of Greenwich University as the main participants.
2.4 Time
The event will start on 6 June 2022 and end on 2 July 2022 (5 days total).
2.5 Place
The event will borrow a Greenwich University classroom for training.
2.6 Agenda
Day 1:
Morning (8:00 AM - 11:00 AM)
• Discuss and come up with e-commerce business solutions
• Give the importance of business planning for e-commerce projects
Afternoon (1:00 PM - 4:00 PM)
• Determine the type of business, the method of implementation, and the size of the business
• Collect images of the company's information and products •Practical examples of database
Day 2:
Morning (8:00 AM - 12:00 AM)
• Determine the scope of plan implementation (barriers, difficulties, challenges, competitors, ...)
• Discuss business strategy
Afternoon (1:00 PM - 4:30 PM)
• Provide the most optimal solutions for the business
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• Identify the results that need to be achieved
Day 3:
Morning (8:00 - 11:00)
• Plan specific times and determine the costs for the project
• Determine the project's resources
Afternoon (1:00 - 5:00)
• Training skills required for e-commerce project personnel
• Expected to require resources for steps to implement an e-business plan
Day 4:
Morning (8:00 - 10:00)
• Make a to-do list to ensure the plan's success
• Allocate work to everyone involved in the project
Afternoon (1:00 PM - 4:00 PM)
• Identify resources for the steps to implement the e-commerce plan
• Make a schedule for the project
Day 5:
Morning (8:00 - 12:00)
• Implementation of the project
• Evaluate the results after implementation
Afternoon (1:00 - 4:00)
• Make a list of risks
• Risk assessment
2.7 GANTT chart

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2.8 Estimated Budget
The training will cost about 10.000.000 VND.
2.9 PowerPoint Slides for session
2.10 Speaker Notes
• The initial half of the presentation concentrated on introducing the training event's content.
• A brief overview of the event's organizing, venue, and team-building activities.
• In the second half of the presentation, primarily discuss the event's exact schedule, how long and how
long the event will run, and the event's expected cost.
• Finally, re-iterate certain key points from the presentation, such as the time, place, and price.
IV. Design a professional schedule to support the planning of an event, including contingencies
and justifications of time allocated. (M1)
1. Design a professional schedule to support the planning of an event

Task Start End Duration

06/06/2022 02/07/2022
E-commerce Training 5 days
8:00 AM 4:00 PM

Day 1: 06/06/2022

P a g e | 15
Morning:
• Discuss and come up with e- 8:00 AM 9:30 AM 1.5 hours
commerce business solutions
• Give the importance of
business planning for e- 9:30 AM 11:00 AM 1.5 hours
commerce projects
Noon:
11:00 AM 1:00 PM 2 hours
• Break
Afternoon:
• Determine the type of 1:00 PM 2:30 PM 1.5 hours
business, the method of
implementation, and the size
of the business
• Collect images of the 2:30 PM 4:00 PM 1.5 hours
company's information and
products
Day 2: 13/06/2022
Morning:
• Determine the scope of plan 8:00 AM 10:00 AM 2 hours
implementation (barriers,
difficulties, challenges,
competitors, ...)
• Discuss business strategy 10:00 AM 12:00 AM 2 hours
Noon:
12:00 AM 1:00 PM 1 hour
• Break
Afternoon:
• Provide the most optimal 1:00 PM 3:00 PM 2 hours
solutions for the business
• Identify the results that need
to be achieved 3:00 PM 4:30 PM 1.5 hours

Day 3: 20/06/2022

Morning:
• Plan specific times and
8:00 AM 10:00 AM 2 hours
determine the costs for the
project
• Determine the project's 10:00 AM 11:00 AM 1 hour
resources

P a g e | 16
Noon:
11:00 AM 1:00 PM 2 hours
• Break
Afternoon:
• Training skills required for 1:00 PM 4:00 PM 3 hours
e-commerce project personnel
• Expected to require
resources for steps to 4:00 PM 5:00 PM 1 hour
implement an e-business plan

Day 4: 27/06/2022

Morning:
• Make a to-do list to ensure 8:00 AM 9:00 AM 1 hour
the plan's success
• Allocate work to everyone
involved in the project 9:00 AM 10:00 AM 1 hour

Noon:
10:00 AM 1:00 PM 3 hour
• Break
Afternoon:
• Training skills required for 1:00 PM 2:30 PM 1.5 hours
e-commerce project personnel
• Expected to require
resources for steps to 2:30 PM 4:00 PM 1.5 hours
implement an e-business plan

Day 5: 02/07/2022

Morning:
• Implementation of the 8:00 AM 10:00 AM 2 hours
project
• Evaluate the results after 10:00 AM 12:00 AM 2 hours
implementation
Noon:
12:00 AM 1:00 PM 1 hour
• Break
Afternoon:
• Make a list of risks 1:00 PM 2:30 PM 1.5 hours
• Risk assessment 2:30 PM 4:00 PM 1.5 hours
2. Contingencies in event
Contingency planning is an important part of every event management task. Even the best-laid plans
can't guarantee that nothing goes wrong. Event planners must be able to respond quickly and efficiently
P a g e | 17
when a major issue develops. Anticipating crises, accidents, and challenges, planning plans, and
training staff on what to do results in responsiveness.
Some issues are predictable, if not entirely predictable. These are some of them:
Problem Cause and Contingency Plan

Members missing Cause:

There is always the possibility of event employees
going missing for a period of time. An opportunity
experience with an old colleague, clinical
treatment for a physical issue, uncertainty about
times and places where they are meant to be,
traffic jams, and refreshment breaks are all
possible causes.
Contingency Plan:
• Designate a member of the event management
team as a "Troubleshooter," whose job is to scour
the venue for problems.
• Recruit more people than are actually required so
that a few "spares" can be assigned to any
position.
Disagreement Cause:
Everyone has a different point of view, and
everyone's ego is too big, too conservative, and
unwilling to accept the views of others.
Contingency Plan:
• Determine the source of the group's conflict.
• An in-depth examination of conflict-related
issues.
• Resolve disagreements. After the conflict,
reinforce the group's role.
V. Evaluate the effectiveness and application of interpersonal skills during the design and
delivery of a training event. (D1)
Effective communication skills are required to conduct a successful training program in order to reduce
hazards in a training event. Great relational skills help provide a successful preparation occasion; here
are three relational abilities that I believe are required to design and provide a preparation occasion:
1. Communicate in exchanges
Conflicts and disagreements will arise after a period of time, regardless of how long people are
together. Different people have different needs, desires, goals, and convictions, which can collide.
Negotiation is a type of interaction that can be used to identify and resolve issues as well as reach
agreements between people.
2. Communicate while dealing with problems on a certain occasion
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Everyone may benefit from having good critical thinking abilities because we all experience challenges
on a regular basis. Some of these difficulties are clearly more genuine or challenging than others.
Unfortunately, while the fact that dealing with the relative plurality of worries is extremely uncommon,
having the ability to deal with all difficulties efficiently and quickly without trouble is incredible.
3. Communicate with participants
Top event planners have excellent verbal and written communication skills, delivering information with
clarity, lucidity, and care. Furthermore, they are not just competent of communicating their own ideas;
they are also outstanding audience members, quickly recognizing the wants and aspirations of their
audience.
Finally, our team members have already got information about the event through several
communication means, with the most effective communication route being the social network,
specifically Gmail. This channel receives a lot of comments from employees. The Gannt chart may be
used to see what has to be done today and tomorrow in order to accomplish previously assigned chores.
VI. Demonstrate the use of different problem-solving techniques in the design and delivery of an
event. (P3)
1. Definition and the importance of problem-solving
1.1 Definition
Problem-solving skills can aid you in recognizing and addressing challenges in the workplace in a
timely and effective manner. It is becoming one of the most important skills that employers look for in
candidates. People with critical thinking abilities are in many cases independent, ready to see a hidden
working environment issue and carry out a suitable arrangement.
Problem-solving is usually viewed as a soft skill that can be learnt via education and training rather than
a hard skill that can be gained through education and training. You may enhance your problem-solving
skills by becoming familiar with common problems in your industry and learning from more
experienced employees in your company.
1.2 Importance of problem-solving skills
Every organization, and every individual, has problems. As a result, both individuals and corporations
need the ability to solve problems. These are some of the benefits:
• Make the unthinkable possible: Knowledge alone will not solve problems; it must be supported by
systematic problem-solving approaches. This aids individuals and organizations in overcoming
potentially hazardous situations.
• It sets you apart from others: It is instilled in people to do what is expected of them. They've honed
their knowledge and skills in their chosen sector. Unexpected or uncommon circumstances, on the other
hand, are difficult for people to solve. If you are a regular issue solver at your workplace, you will be
seen, acknowledged, and respected.
• Confidence has grown: Having the ability to handle problems may boost your self-assurance no matter
where you work or what occupation you have. You don't waste time worrying about what you'll do if a
problem happens since you're confident in your ability to handle it.
2. Some techniques and tools for the problem solving
In 1984, Bransford and Stein developed one of the most widely used and respected problem-solving
P a g e | 19
methods. It is utilized in both industry and schooling to permit a different gathering of understudies to
portray an issue, produce arrangements, and push ahead rapidly and successfully. By teaching your
student each step of the IDEAL model, you can give them a set of activities to help them confidently
face a challenge.

Figure 11: IDEAL problem solving method

Source: https://lifeskillsadvocate.com/blog/teaching-the-ideal-problem-solving-method-to-diverse-learners/
The IDEAL Problem-Solving Method includes:
2.1 I- Identify the Problem
There is no way to truly build a solution to a problem unless you first comprehend its scope. Encourage
your student to explain the issue in his or her own words. Make a rundown of what you know and what
you don't have the foggiest idea. Create an environment where your student is praised and encouraged
for taking on new challenges.
Problems can be identified in a variety of ways, including:
"I'm unable to access the website for my distance learning course."
"I need to take out the trash, but I can't find any trash bags."
2.2 D-Describe the outcome
The identification of a problem-solving outcome or goal is the second phase of the IDEAL problem-
solving process. Several people may agree that a problem exists, but they may have very different ideas
about how to solve it or what the desired outcomes should be. By deciding on a specific goal ahead of
time, you can speed up the process of finding solutions. Defining results and objectives might be a
troublesome stage for certain students. The consequences do not have to be complex; they simply need
to be clear to everyone.
Defined outcomes examples include:
"I'm hoping to get a good grade on my math quiz."
"I'm able to access the course's website."
2.3 E-Explore possible strategies

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Whenever you've decided the outcome, connect with your understudy to foster expected ways. During
this stage, all suitable arrangements ought to be on the table, subsequently ask understudies to compose
records, use tacky notes, or record voice updates to catch any ideas. On the off chance that your
understudy is experiencing issues thinking of imaginative thoughts, help them in fostering an
arrangement of assets for who they could counsel all through the investigation stage.
Instances of potential techniques to tackle an issue:
"I email my educator for the course access; I request help from a cohort; I attempt to reset my secret
key."
"I use something different for a garbage sack; I put in a web-based request for packs; I take the junk out
without a sack; I ask a neighbor for a pack; I go out to shop for garbage sacks."
2.4 A-Anticipate Outcomes & Act
Following the creation of a list of methods, the IDEAL problem-solving paradigm recommends
analyzing the prospective actions and deciding which to use first. Learning to balance the benefits and
cons of various action options requires experience. "What might happen if you take this step?" or "Does
that step make you feel confident or apprehensive about moving forward?" are some questions to ask.
The next step is to take action after you've evaluated the results. Encourage your student to go on even
if they don't know what will happen. Support doing something, even if it isn't the same way or the
"best" alternative for dealing with a problem that you could employ.
2.5 L-Look and Learn
The last stage in the IDEAL critical thinking process is to look at and learn from a critical thinking
endeavor. Many guardians and educators disregard this fundamental stage in helping various students to
stop and assess whether critical thinking works out positively or inadequately. Assisting our
understudies and young people with gaining from their encounters can make future critical thinking
more effective and fruitful. "How has everything turned out?" and "What do you accept you'll do
another way sometime later?".
Instances of Look and Learn articulations:
"Looking at the course materials didn't help me understand the issues, but it did let me make a phone
call to a buddy. I'll start there next time."
"I failed to put garbage bags on my shopping list, so I ran out of them. I'll grab an additional crate of
trash bags just in case I run out later."
3. Problems and Solutions in the training event
The most prevalent educational and training challenges can have a major impact on your training's
return on investment (ROI). The good thing is that they aren't too difficult to handle. Here's how to
quickly overcome five of the most pressing workplace challenges in education and training:
3.1 The frantic pace of personnel planning
If a person's energy is being sapped by their work, family life, and a variety of other responsibilities,
training may merely add to the stress. Worse, interfering with employees' personal time with training
sessions is a surefire way to frustrate (and even annoy) them.
The solution:

P a g e | 21
• Abstain from planning homeroom preparing on the ends of the week or after work, and downplay
preparing for travel.
• Consider utilizing a microlearning procedure and conveying supportive and significant information in
little lumps. Basic miniature preparation organizes that make preparing simple to use incorporate short
films, agendas, PC designs, and even gifs.
• Utilize smart pictures to convey numerous ideas on the double. They save understudies time and give
them a break from understanding messages, reports, and pamphlets.
• Any place possible, focus on fast and fundamental assessments. This empowers workers to get
criticism on their learning progress all the more quickly.
• Streamline your cell phone preparation. Versatile capacities empower students to get to the LMS and
prepare materials whenever and from any area, including the train to work or during mid-day breaks.
This makes preparing much more agreeable.
3.2 A distributed workforce
The continuous growth of teleworking and workforce dispersion has given rise to new challenges in
education and training. Training might be problematic for regionally dispersed employees:
Miscommunication is common, and cultural differences may even lead to training inconsistency. Some
cultures, for example, are less comfortable than others in internet forums.
• Use social media platforms to bring your dispersed employees together. Easy-to-use tools like
videoconferencing, webinars and online forums may help build trust and empathy among team
members all across the country (or around the world).
• Clarify communication through training: Use forums and webinars as a safe environment to ask
questions, share concerns, and learn from others' experiences.
• Make a list of your training objectives straight away. All team members must be clear about what is
expected of them during the training and how their knowledge will help them in their professions.
Create a "training agreement" that states these goals and asks each student to sign it as a commitment to
engage in the learning process.
3.3 Different learning habits
It is vital to consider the learner's preferences and habits, whether you are teaching 20 or 2,000 students,
in order to avoid future training complications. In today's employment, at least three generations are
represented, each with a fundamentally different connection to technology. As a result, if all employees
are expected to have the same technical capabilities, knowledge levels, and learning styles, your
training will certainly fail.
The solution:
• Conduct a comprehensive needs analysis to determine your target audience's learning preferences
(especially in terms of comfort with technology). Make adjustments to your training based on the
findings.
• Choose software with a user-friendly interface (UI). All learners, not only those who struggle with
technology, benefit from a transparent user experience. For example, pausing a movie or downloading a
document should always be simple and speedy.
• Channels of communication should be opened (including technical support). Using tools like
P a g e | 22
discussion boards, make it easier for all learners to ask questions and receive both content and technical
advice.
• Use a range of content types, such as films, written notes, and images, to support different learning
styles.
3.4 Lack of commitment
Cognitive, emotional, and behavioral engagement are the three types of engagement. In the absence of
these three characteristics, low knowledge retention, passive learning, and lack of engagement
contribute to training and development challenges. Besides, without the inspiration to master,
transforming one's way of behaving is difficult. Furthermore, most learners "check" and oppose
engagement when teaching does not appear to be relevant or essential.
The solution:
• Include hands-on learning activities such as case studies, scenarios, role plays, and real-life examples
in your training. These activities encourage students to solve problems actively and contribute to
increased cognitive engagement.
• Use discussion boards and other informal online spaces to allow learners to connect informally. This
makes it easier for students to form emotional bonds with one another and with the training process.
• Creating an active learning culture and ensuring that all employees feel a part of it helps to boost
emotional engagement. This emotional connection leads to increased learning.
• Improve behavioral engagement by communicating learning outcomes earlier in the process. Learners
are more likely to participate in learning activities if they understand the underlying aim.
3.5 Training that is not relevant
Many training programs are too broad and don't allow for enough customization for certain jobs or
talents. Generic training, on the other hand, may impose a strain on learners' time and patience by
forcing them to engage in the knowledge that is completely irrelevant to them. You should expect
increased training challenges as a result of this.
The solution:
• Identify crucial and pleasurable learning outcomes for each job throughout training. Make mandatory
training optional, but use other methods to encourage learners to interact with information that they
enjoy, such as games, badges, and points.
• Take advantage of on-the-job training to brush up on your skills or learn something new when you
need it most.
• Use relevant case studies and scenarios to show how the training program is applicable to specific
employee roles.
• Conduct post-training feedback surveys to determine which aspects of the training program were the
most beneficial to the participants and where the program could be improved.
3.6 Expenses, expenses, and expenses
The animation, the equipment, the facility rental, and the time commitments of the collaborators (these
hours add up!) all contribute to the training being a costly endeavor. Despite the fact that training needs
are always high, training expenditures are frequently low. When funds are limited, the fact that travel

P a g e | 23
and software costs must also be addressed adds to the issues of education and training.
The solution:
• It's possible that online training will be postponed. Travel and meetings, as well as moderating, are cut
costs with online training.
• Invest in a low-cost, high-performance LMS. Your budget will be stretched greatly if you train a huge
number of people.
• To optimize your return on investment, concentrate on the most cost-effective types of content
creation. Short text portions, for example, interleaved with feedback assignments, can assist reduce
development costs.
• Another way to save money and time is to use webinars instead of in-person lectures.
VII. Demonstrate that critical reasoning has been applied to a given solution. (P4)
1. Definition and the importance of critical reasoning
1.1 Definition
Critical thinking refers to the ability to effectively absorb, apply, analyze, synthesize, and evaluate
information in order to come up with a useful response or solution.
It is an intellectual ability and a complex technique of thinking that allows one to reason more clearly
and thoroughly – than the average person – with clarity and relevance, accuracy and precision
throughout the depths and breadths with clear evidence, great explanations, and fairness. It is usually
backed up by facts and logic.
Critical thinking means treating and looking for knowledge with higher attention and ambition than just
receiving and keeping information. Furthermore, rather than just obtaining talents, it emphasizes the
continuous or persistent usage of gained capabilities.
In layman's terms, critical thinking is the capacity to reason logically beyond the surface of information
in order to arrive at truthful and impartial conclusions that would otherwise be concealed to ordinary
thinkers. It's the capacity to regularly employ facts rather than claims.
A critical thinker will constantly review or evaluate evidence rather than focused on emotion. This
talent has been held by all of the world's innovators.
1.2 The importance of critical reasoning
Irrefutably, any ability to figure better compared to others will be incredibly important. There are times
when issues happen that have no reasonable or laid out replies. In such cases, we should devise our own
answers, which can't be achieved without completely considering the matter. Different benefits of
decisive reasoning include:
• When confronted with a troublesome situation, decisive reasoning proves to be useful. While stress
can impact an individual's activities, a basic scholar can depend on his intelligent reasoning and
thinking skills to settle on legitimate decisions.
• Decisive reasoning will help you chase better scholarly achievement as well as the acknowledgment
of your expert or professional goals.
• It likewise works on your mental capacities, making you a superior mastermind and issue solver, as
well as empowering scholarly personal growth. This is because of your ability to put your feelings or
P a g e | 24
self-image to the side and spotlight on managing realities or verification constantly.
• It likewise helps with the improvement of a more innovative or dynamic cerebrum. Reliably practicing
profound thinking about issues is a cerebrum exercise that builds your brain's abilities to think.
2. Apply to a given solution
We utilized communication and critical thinking skills to deal with this unexpected problem. We've
pushed teachers to use more body language to assist students' understanding, and we'll have company
people translate for students during advanced instruction sessions. Furthermore, we will provide the
materials to the students ahead of time for quick follow-up before the group begins the session.
Organizers meet during the event planning process to unify the event schedule, approve suggestions,
and ultimately choose the best options.
When a problem or plan is in place, everyone involved in the event's planning and execution must
recognize the risks associated with that plan and how to address them if they arise.
2.1 Evaluating Online Information
How can we channel the chaos and seek the truth amid fake news, Twitter bots, and manipulated
images? Now that we have more data at our fingertips, basic thinking skills are becoming increasingly
in demand. As citizens, buyers, and laborers, understudies must answer questions like as these:
• What were their motivations for creating it?
• Where did they get this information?
• Do they seem to be talking to themselves or to someone else?
In any event, even if we do identify sources that we believe are reputable and substantial, the rising
popularity of "local promotion" or "sponsored substance" may mislead readers into assuming that a
brand's pitch is appropriate for target publishing.
2.2 Choosing a Career Path
Is it better to attend a university or not? Online courses that you may take from the comfort of your own
home? Do you work part-time? Is your business a start-up, a non-profit, or an organization? Each of
these solutions has advantages and disadvantages. Choosing a career takes a great amount of time and
effort. As it is, we should be prepared with a counter-argument for every possible scenario. We must
evaluate the financial, social, and professional contexts. "Why is this the best option for me?" we should
ask ourselves.
Understanding a decision, we ought to contemplate what that choice will mean for us one year, five
years, and a decade not too far off.
Furthermore, this is before we are forced to make the difficult decision of whether or not to change
occupations. To choose the right career, you must first make some simple deductions.
VIII. Research the use of different problem-solving techniques used in the design and delivery of
an event. (M2)
1. Critical thinking Technique
Six-Step Problem Solving Technique:
This method is straightforward and more reliable for fixing the issue. To tackle the challenge, six-
venture critical thinking approaches employed a logical strategy and a reliable plan. They used to
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investigate the issue and try to come up with a solution. This method is utilized to detect the numerous
issues that develop in our field of work.
The Six-Step Critical Thinking Strategy has the following advantages:
• Since this method is standard, it is straightforward for everyone to appreciate how to utilize it.
• It motivates people to collaborate.
• When this method is employed, work becomes easy.
• It helps people stay organized while using diverse critical thinking approaches on the same issue.

Figure 12: Problem Solving Steps

Source: https://www.humorthatworks.com/learning/5-steps-of-problem-solving/
Identify the issue
There is a large number of worries that emerge while getting sorted out an occasion, and we should
know about them. For our situation, the main parts of my occasion that I should have been mindful of
were:
• Power Issues
• Overcrowding
Analyze the issue
In the wake of researching the issue, I found that there is a blackout during ordinary stretches, which
made the work shut down too. Swarms create upheavals, so it required some interest in the occasion.
Explore Information and thoughts
After looking into all of the issues, I have a lot of ideas for how we can develop rules and guidelines for
the group, and we'll reinforce generators, inverters, and other power-related equipment.
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Select the best thought
I've concocted an arrangement to manage my concern. The support generator was decided to help me in
acquiring power regardless of whether the power was switched off. We will reprimand Crowd after we
have removed ourselves from the situation if he causes a ruckus.
Implement the thoughts
On my preparation occasion, I used each of these ideas, which makes planning events so much easier
for me.
Evaluate the Outcome
I've verified that time is being wasted on certain occasions because of difficulties we experienced.While
the power was out, we used a generator to fix the problem. Moreover, we have laid out rigid standards
and rules for the associations. This empowers us to finish our training event easily.
2. The Drill Technique
We must address a number of issues during the course of a preparatory event. As a result, we must
devise a strategy for dealing with the difficult situation as soon as possible, allowing us to find the best
solution to the problem. The Drill Down Technique is one such decisive reasoning strategy.

Figure 13: The Drill Down Technique

Source: https://www.toolshero.com/problem-solving/drill-down-technique/
The Drill Down method, as shown in the diagram, assists in breaking down a large problem into smaller
components. When we're dealing with a big problem, we break it down into smaller chunks in the
beginning. Dealing with all of the items that are required for the preparation occasion is the most
difficult challenge. We were able to break down this massive problem into manageable chunks using
the drill-down approach by forming small groups and assigning tasks to them.
IX. Justify the use and application of a range of solution methodologies. (M3)
I'll show you how to utilize an extent of plan technique and how to utilize it appropriately in this
segment. What is the strategy for resolving the issue? It is the thorough investigation of a topic or the
investigation of a hypothetical situation.
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Strategy is the most common way of exploring a subject and tackling an issue in a short measure of
time by utilizing an extraordinary decisive reasoning procedure. The system divided the critical
thinking test into two stages:
• Identify the problem
• A solution to the problem
You should initially recognize the issue prior to picking the ideal decisive reasoning strategy. These
steps are necessary for collecting data in ecological and associational situations, which are then
dissected to see if the execution is acceptable.
There are several approaches to coping with problems, including the following:
1. SWOT Analysis
2. 5 Whys
3. Six Thinking Hats
4. Six advances critical thinking model
5. Root season examination
1. SWOT Analysis
1.1. Definition
A SWOT analysis is a summary of the benefits, drawbacks, opportunities, and threats that your firm
faces. A SWOT analysis' main purpose is to help businesses gain a comprehensive grasp of all the
factors that go into making a business decision.

Figure 14: SWOT analysis

Source: https://en.wikipedia.org/wiki/SWOT_analysis
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Bryan Weaver, a partner at Scholefield Construction Law, was widely engaged with the improvement
of his company's SWOT investigation. He offered an example SWOT investigation format and guide to
Business News Daily, which
was used in the company's choice to stretch out its business to incorporate question intervention.
Coming up next was remembered for his SWOT examination:

STRENGTHS WEAKNESSES

At this construction law firm, employees are trained in Nobody has ever been a mediator or had formal
law as well as professional engineering and general mediation training. One of our workers has taken part
contracting. They have a significant advantage thanks to in mediations, but not as an impartial observer.
their knowledge and experience.
A small team (three people) enables quick
changes and adaption.

OPPORTUNITIES THREATS

The majority of commercial construction contracts Other construction law firms could wish to create
require mediation. Only a few mediators have their own mediation company because anyone can
building experience, despite the fact that there are become a mediator. The majority of potential
hundreds on the market. clients have a bad impression of mediation because
Individual mediation is required for smaller they believe mediators don't understand or care
difficulties; Scholefield professionals can give about the issue and are in a hurry to resolve it.
anyone with the benefit of a group of neutrals to
assess a conflict.
Resulting strategy: Take mediation seminars to improve your weaknesses, then start Scholefield
Mediation, which takes advantage of the firm's name recognition and stresses the firm's building and
construction law expertise.
1.2 5 Whys?
1.2.1 Definition
The 5 Whys approach was created in the 1930s by Sakichi Toyoda, a Japanese industrialist, inventor,
and founder of Toyota Industries. The 5 Whys method is an iterative, team-driven strategy for probing
an issue by asking Why(?) a number of times, usually 5, to guide the search for an underlying cause.
Once the root reason has been established, the 5 Whys employ the phrase "countermeasures" rather than
"solutions." A countermeasure is proactive and tries to prevent a recurrence of the problem, whereas a
treatment may just relieve the symptoms.
Here is the 5 Why technique in a nutshell:
First, you must define your problem. Assemble a team to solve the issue. Then:
1. On a whiteboard, flip chart, butcher paper, or other visual display, list out five possible causes for
your problem.
2. Using data, subject matter experts, or experience, evaluate each of the five possible explanations.
3. Choose the one reason that appears to be the most likely cause.
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4. List again: Make a list of five possible explanations for the most likely cause you've decided on.
5. Evaluate again: Check those five extra likely causes.
6. Select again: Once more, choose the explanation that appears to have the most promise as a root
cause.
1.2.2 Example of the 5 Whys

Figure 15: Example of 5 Whys

Source: https://www.odwyeraccreditation.com.au/how-to-get-root-cause-analysis-right-for-nata/5-whys-nata-cause-analysis/
Problem: We missed the deadline for sending the current software update email.
1. Could you tell me why the newsletter was not delivered on time? After the deadline had passed, the
updates were implemented.
2. Why were the upgrades not implemented on time? Because the developers were still working on the
new features.
3. Why were the developers still working on the new features? One of the new developers had no prior
experience with the procedures.
4. Why didn't the new developer know all of the procedures? He hadn't been given enough instruction.
5. Why wasn't he properly prepared? Because the CTO believes that new employees should learn on the
job rather than undergo extensive training.
1.3 Six Thinking Hats
1.3.1 Definition
The six thinking hats are a way to ensure that a diverse range of perspectives and thinking styles are
represented in creative discussions. Dr. Edward de Bono created the framework, which employs six
roles (or "hats") to assist teams in organizing abstract thought for productive outcomes.
The six hats are as follows:
• The white hat is the objective hat, focusing on facts and logic;
• The red hat is the intuitive hat, focusing on emotion and instinct; and • The black hat is the cautious
hat, predicting negative outcomes.
• The yellow hat: This is worn to search for positive outcomes.
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• The green hat: This is the imaginative hat, with lots of ideas and little criticism.
• The blue hat: This is the hat of command, which is worn by managers and organizers.
In product development, the six thinking hats are used to divide the project team into various groups
(the white hat group, the red hat group, etc.). Each group discusses the product from their point of view,
such as the logical, emotional, and other aspects. This allows for more focused work among smaller
groups, which can then reassemble with more powerful ideas and goals.

Figure 16: Six Thingking Hats

Source: https://www.onedaydesignchallenge.net/en/journal/six-thinking-hats-technique
1.3.2 Example using the Six Thinking Hats
Customers are complaining that they are having to wait too long for their coffee at a coffee shop (let's
call them 'coffee stop') – how can they solve this problem?"
Henry, the current shop manager, is in charge of an eight-person team that is responsible for a variety of
tasks. Because the company is closed on Sundays, Joe has asked the employees to come together for a
problem-solving exercise.
Joe introduces the crew to six different modes of thought before dividing them into two groups of four.
He shuffles the group in order to encourage some thought diversity.
Joe explains that each group will engage in six 15-minute rounds of six hat thinking, each time donning
a different hat. Joe arranges the hats in the groups in a logical order so that the discussions can
conclude.
Joe leads the group through six 15-minute discussions in which they discuss the topic from the
perspective of the color of their hat. They must jot down their thoughts and ideas on post-it notes and
keep them until the end of the six sessions.
Joe urges the whole gathering to impart their insights for every one of the caps after the gatherings have
worn every one of them, providing the group with a total perspective on the test from all points.

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 Figure 17: Example of Six Thinking Hats
Source: https://www.pinterest.com/pin/316729786293632713/
What the groups might have talked about in their meetings:
Blue Hat - while wearing the blue hat, gatherings would contemplate questions, for example:
• The issue is that there have been complaints, and customer dissatisfaction is bad for repeat business
and reputation.
• By increasing the speed with which we can make coffee, we hope to improve customer satisfaction
and reduce complaints.
• The advantages of settling the issue incorporate a superior standing and expanded business.
• Purchasing a new, bettered, and briskly coffee machine, addressing the hamstrung coffee- making
process, and so on could be the most effective way to break the problem.

White Hat – while wearing the white hat, groups would ponder questions such as:
• How many complaints do we receive about long wait times and slow coffee service?
• How long does it take to brew a cup of coffee right now?
• Is it possible to finish it in less time?
• Is there a solution, and if so, what effect might it have on speed?
• Is there a solution, and if so, what effect might it have on speed?

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Green Hat - When groups wear green caps, they become more certain and imaginative. They'll be
keeping watch for clever thoughts that aren't really ordinary. They might endeavor to answer
questions, for example:
• What are we overlooking? Is it possible to fundamentally alter the way we make coffee?
• Is there a coffee machine that is faster than our current machine at making coffee?
• Could we 5S our workplace (sort, "put in order," "shine," "standardize," and "sustain") to make it
leaner and more efficient?
• How can we do things better/differently than other coffee shops?

Yellow Hat – When wearing the yellow hat, teams will be upbeat, envisioning all the good things
that will come from the solutions they discovered in the previous green hat round. They might try
to answer questions like these for each idea:
• How might this idea help us speed up the process of making coffee?
• Aside from reducing complaints and speeding up coffee production, what are all the positive outcomes
that can come from this idea?
• What are the advantages of putting this idea into action?

Red Hat - while wearing the red cap gatherings will toss out the entirety of their pessimistic
premonitions. For each red hat thought, they could attempt to respond to questions like:
• What things could turn out badly?
• What does my stomach enlighten me concerning why this would work?
• Is this thought excessively costly, a lot of work, currently excused?
• For what reason don't I like this thought?

Black Hat - while wearing the black hat gatherings will utilize their legitimate mind (front-facing
flap) to think about regrettable parts of thoughts yet from a coherent point of view. They could
try to answer questions like these for each green hat thought and red hat negative:
• Will this turn out badly by and by?
• Are there ways of relieving the things that could turn out badly?
• Is there any evidence to say that commodity will turn out poorly?
• Is the explanation I have disliking this thought a substantial one?
1.4 The Six Step Problem Solving Model
The 6-Step Process, which is intended to ensure collaboration, is used to kick off all initiatives on the I-
70 Mountain Corridor. The 6-Step Process is based on Decision Science principles and can be applied
to a variety of projects, ranging from corridor design to construction change orders. In the
implementation of established plans, such as emergency plans, the 6-Step Process is not required. These
phases are intended to create a procedure that is transparent, repeatable, and easy to understand. The
order in which the stages are completed is as important as the actions that occur within each phase.
P a g e | 33
The Six Steps:
1. Define the Problem
2. Determine the Root Cause(s) of the Problem
3. Develop Alternative Solutions
4. Select a Solution
5. Implement the Solution
6. Evaluate the Outcome
The procedure is a never-ending improvement process. The purpose is to grow, not to solve, by
repeating the Six-Step Process and changing the answer as new obstacles arise.

Figure 18: Six-Step problem solving model

Source: http://www.free-management-ebooks.com/news/six-step-problem-solving-model/
Step 1: Define the Problem
The first step is to diagnose the problem, which includes learning about the situation's context, history, and symptoms. After
the group has a good understanding of the situation, they investigate the broader symptoms to determine the problem's
ramifications, who it affects, and how urgent/important it is to address the symptoms.

Figure 19: Diagnose the problem

Source: http://www.free-management-ebooks.com/news/six-step-problem-solving-model/
At this point, groups will use techniques like:
• Brainstorming
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• Interviewing
• Questionnaires.
As this progression proceeds, the PS gathering will continually update the meaning of the issue. The
true nature of the illness becomes clearer as more symptoms are discovered.

Step 2: Determine the Root Cause(s) of the Problem

The PS group will investigate what caused the problem once all of the symptoms have been identified,
the problem has been identified, and an initial description has been agreed upon. The problem-solving
group will use tools like:
• Illustrations of the fishbone
• The Pareto principle
• Graphs of affinity
These strategies aid in the organized collection of information as well as the identification of the
problem's underlying causes. The root cause is what we call it.

Figure 20: Determine the root cause(s) of the problem

Source: http://www.free-management-ebooks.com/news/six-step-problem-solving-model/
The group can now go back to step one to update the problem definition.

Step Three: Develop Alternative Solutions

Creating a variety of solutions, not just one, is the goal of analytical, creative problem solving.
Frequently, the most obvious solution is not the most effective solution to a problem. The PS group
focuses on the following topics:
Finding as many different solutions to the problem as possible, no matter how bizarre they may appear.
Examining how each solution relates to the problem's root cause and symptoms.
Choosing whether or not different solutions can be combined to provide a better solution to the
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problem.

Figure 21: Develop Alternative Solutions

Source: http://www.free-management-ebooks.com/news/six-step-problem-solving-model/
At this point, the goal isn't to find a single solution, but to eliminate the options that will be ineffective
in treating both the symptoms and the root cause.

Step 4: Select a Solution

The fourth step entails groups evaluating all of the possible solutions before settling on one. This step
poses two key questions.
Which is the most practical option?
Which solution is preferred by the group who will implement and use it?

Figure 22: Select a solution

Source: http://www.free-management-ebooks.com/news/six-step-problem-solving-model/
P a g e | 36
A solution's feasibility is determined by determining whether it:
Is it feasible to implement within a reasonable timeframe?
Is it reasonable, dependable, and achievable?
Will it be more cost-effective to use resources this way?
Are you able to adapt to changing and evolving circumstances?
Is it manageable in terms of the dangers it contains?
Is it in the company's best interests?
Which option is preferred?
The acceptance of the solution by those who will use and implement it is crucial to its success.
This is where the steps from before come into play. A solution may appear radical, complex, or
unrealistic to users and implementers. The previous two steps help justify the PS group's decisions and
provide a variety of viable options for users and implementers to consider.

Step 5: Implement the Solution

Following the selection of a solution, initial project planning begins, which establishes:
The project manager is in charge.
Who else needs to be involved in the solution's implementation?
When will the project begin?
The major turning points
What steps must be taken before the solution can be implemented?
What actions should be taken during the solution's implementation?
Why is it necessary to take these steps?

Figure 23: Implement the solution

Source: http://www.free-management-ebooks.com/news/six-step-problem-solving-model/
P a g e | 37
The group may choose to use a Gantt chart, timeline, or log frame. Between Steps 5 and 6, the selected
solution's operational/technical execution takes place.

Step 6: Evaluate the Outcome

The board should now administer the undertaking's execution to guarantee that its ideas are carried out.
Observing involves the accompanying checks:
• Achievements have been reached.
• Costs are incorporated.
• The essential work has been done.
Many working gatherings skip Step Six since they feel the undertaking will address the troubles raised
above, but this much of the time brings about the ideal end not being met.

Figure 24: Evaluate the Outcome

Source: http://www.free-management-ebooks.com/news/six-step-problem-solving-model/
Successful gatherings assign input systems to recognize in the event that the venture is going off-kilter.
They additionally guarantee the undertaking isn't presenting new issues. This progression depends on:
The assortment of information
Precise, characterized announcing systems
Ordinary updates from the Project Manager
Testing progress and activities when essential
In Step Six, as the consequences of the undertaking arise, assessment assists the gathering with
choosing if they need to get back to a past advance or go on with the execution. When the arrangement
goes live, the PS gathering ought to keep on observing the arrangements progress, and be ready to re-
start the Six Step process when it is required.
Generally, the Six Step strategy is a straightforward and dependable method for taking care of an issue.
Using a creative, adroit method for managing decisive reasoning is a natural and trustworthy cycle.
1.5 Root reason examination
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1.5.1 Definition
The Root Cause Analysis (RCA) method is a popular and widely used method for determining why a
problem arose in the first place. It aims to determine the root cause of a problem by employing a
specific set of methods and tools to determine the source of the problem, so you can:
1. Figure out what happened.
2. Figure out what caused it.
3. Determine what you can do to reduce the chances of it happening again.
According to the RCA model, systems and events are intertwined. An action in one area causes another
to act, and so on. You can determine where the problem started and how it evolved into the symptom
you're currently experiencing by tracing back these behaviors.
Causes are in numerous cases but characterized by three types:
1. Physical causes - Tangible, substantial components that bombed in some way (for instance, a
vehicle's brakes).
2. Human causes - People either did something incorrectly or did not complete a task that was
required. Human actions frequently lead to actual foundations (for instance, nobody recharged the brake
liquid, bringing about the brakes failing).
3. Organizational causes - A faulty framework, methodology, or strategy that people use to simply
decide or achieve their work (for instance, nobody individual was responsible for vehicle support, and
everybody thought another person had filled the brake liquid).
RCA examines each of the three classifications of reasons. It involves investigating the examples of
adverse consequences, uncovering fundamental flaws in the framework, and distinguishing individual
ways of behaving that prompted the issue. This as often as possible shows that RCA recognizes more
than one underlying driver.
1.5.2 The Root Cause Analysis Process
There are five distinct steps in the RCA process.
Step 1: Define the Problem
• What do you think is going to happen?
• What exactly are the signs and symptoms?

Step 2: Collect Data

• Do you have any evidence that the problem exists?
• How long has the issue been present?
• What is the problem's significance?
You must thoroughly examine the scenario before you can look at the variables that led to the problem.
To maximize the efficacy of your RCA, bring together everyone who knows the problem — specialists
and front-line workers. People who are most knowledgeable about the subject can help you gain a better
understanding of the difficulties.
Stage 3: Identify Possible Causal Factors
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• What succession of occasions prompts the issue?
• What conditions permit the issue to happen?
• What other issues are present in the event of the focal issue?
Distinguish however many causative components as doable during this progression. Individuals
habitually recognize a couple of components and afterward stop, yet this is deficient. With regards to
RCA, you would rather not simply fix the obvious issues; you need to go further.

Stage 4: Identify the Root Cause(s)

• For what reason does the causal element exist?
• What is the real reason the problem occurred?
Analyze the foundations of every part utilizing similar strategies you used to find the causative elements
(in Step Three). These devices are planned to propel you to go further into each degree of circumstances
and logical results.

Stage 5: Recommend and Implement Solutions

• How might you keep the issue from reoccurring?
• How might the arrangement be carried out?
• Who will be answerable for it?
• What are the dangers of carrying out the arrangement?
Dissect your circumstances and logical results chain and decide the changes that are expected for
assorted frameworks. It is additionally basic to prepare of time to conjecture the repercussions of your
response. This permits you to distinguish plausible issues before they happen.
X. Critique the process of applying critical reasoning to a given task/activity or event. (D2)
We accept that decisive reasoning involves three key parts of thinking. These parts are as per the
following:
• Basic thinking is the capacity to have an independent mind.
• Informed thinking is basic thinking.
• Basic thinking is equivalent to basic self-reflection.
There are different assortments of decisive reasoning, and coming up next are a few huge terms:
• The contention means a lot to each decisive reasoning point. The contention is a sensible chain of
thinking comprising premises, presumptions, and an end. Understanding the parts of contention is basic
for the outcome in this part.
Each basic thinking contention has something like one reason. Premises are pieces of information that
give proof to help the contention's decision. For decisive reasoning contentions, premises are
unarguable realities.
• The end is the second at which a contention's train of thinking reaches a conclusion. Think of it as the
result of the discussion. Blunders in rationale are habitually dedicated along the way of reasoning that
prompts an end.
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• Presumption: In a contention, suspicions are implicit insights and legitimate connections. For a
contention's decision to be legitimate, the suspicions whereupon it is constructed should likewise be
valid.
For instance, while functioning collectively to develop a technique for the occasions, a colleague makes
material for the third day of movement. The material of Teambuilding Building for the third day is
excessively dreary; in any case, since I focused for the most part on innovation, I moved toward the
individual responsible for the third day and elected to change the substance; rather than the substance of
that day being a studio, I added exercises. Versatility is agreeable and enthusiastic, yet it keeps up with
the substance of the day.
There are a variety of critical thinking skills that you could use at work, in an activity, or at an event.
The following are some examples:
1. Identification
As the first step in the fundamental reasoning cycle, recognize the situation or issue, as well as any
variables that may affect it. After you've gotten a good picture of the situation and the people, groups,
or things that might be affected, you can start digging deeper into the problem and possible solutions.
2. Research
As the first step in the fundamental reasoning cycle, recognize the situation or issue, as well as any
variables that may affect it. After you've gotten a good picture of the situation and the people, groups,
or things that might be affected, you can start digging deeper into the problem and possible
solutions.When contrasting opposing viewpoints on a topic, the ability to freely explore is critical. As
arguments are meant to be tempting, the raw data provided in support of themselves may be devoid of
context or originate from shady sources. The only way to combat this is to find the source of the data
and evaluate it independently.
3. Identifying inclinations
Even the brightest people can't always see predispositions, so this ability can be extremely frustrating.
Fundamental researchers make a concerted effort to assess evidence objectively. Consider yourself an
adjudicator because you'll need to weigh in on all sides of a dispute while also taking into account each
side's preferences.
Figuring out how to keep your own impulses from clouding your judgment is just as important—and
appears to be more difficult. "Dare to argue and contend with your own contemplations and
presumptions," Potrafka encourages. "Knowing how to look at things from a variety of perspectives is
essential."
4. Inference
The ability to interpret and form conclusions based on the material presented to you is another
important skill for mastering basic thinking. The majority of the time, data does not come with an
explanation of what it means. On a regular basis, you'll have to survey the data and make assumptions
based on sparse information.
While surveying a situation, the ability to collect allows you to extrapolate and uncover potential
outcomes.. It's also crucial to keep in mind that not all deductions are correct. If you read that someone
weighs a certain amount, for example,
If they weigh 260 pounds, you might think they're overweight or unattractive. Other factors, such as
P a g e | 41
height and body structure, may influence the outcome in any case.
5. Determining Importance
One of the most difficult aspects of intuition in a difficult situation is determining which facts are the
most important for your concept. In many cases, you will be given information that appears to be
significant, but it may only be a minor detail to consider.
6. Curiosity
It's incredibly easy to take everything at face value for a moment, but when confronted with a situation
that requires fundamental logic, this could be a disaster waiting to happen. The insights show that all of
us are normally inquisitive — simply ask any parent who has needed to manage a blast of "Why?"
inquiries from their youngster. We may find it easier to control our desire to ask questions as we gain
experience. In any case, that's not a winning strategy when it comes to basic reasoning.
XI. Performance evaluation
1. Team member’s roles (3 members):
Leader: Ly Nguyen
Leader job is guiding the team and give instruction when any of the team members needed
Team member:
• Tran Quang Hien (Information Giver/Orienter/Elaborator)
• Nguyen Nhat Thanh(Elaborator/Information Seeker/Recorder)
Each team member is responsible for following the leader's instructions and completing the task
requirements. They are all successful in completing the task that has been assigned to them.
2. My contribution
My contribution to the group is to assist others, investigate the needs of the project, and provide the
design framework for my portion to follow. Anticipate the next difficulties to be resolved when you
meet. Take care of the event's groundwork. Send the pioneer notion to the group, and assist them
whenever they want it.
XII. Conclusion
I learned how to effectively manage my time so that I am never late or, as some have put it,
"consistently occupied but don't complete anything," step by step instructions to impart in bunches all
the more real, how to manage issues on regular daily existence, at work, and not to grumble about
having an issue, and how to work on my life and proof-based viewpoint to have a more clear mind
through this undertaking.. Similarly, I was able to adapt that reality to myself by applying those
sensitive talents to the detailed planning and execution of an event, transforming into a more skilled
worker.

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